Objective To further understand the specialist/resident trainees’ requirements for postgraduate medical education so as to provide a foundation for selecting the best faculty and improving the faculty’s ability and to promote the specialist/resident doctors training project. Methods To investigate the 244 specialist/resident trainees by giving out a modified questionnaire. Factor analysis and variance analysis were done by using SPSS 11.5. Results There were 260 questionnaires given and 260 received. There were 244 effectual questionnaires. Analysis results were in the following: The specialist/resident trainees’ faculty members were able to “synthesize, manage information, adapt to society and the medical environment, perform scientific research, work as team members, innovate, and self-improve” (Pgt;0.05). The importance of “occupational attitude and work style” was higher in Sichuan Provincial People’s Hospital than in West China Hospital of Sichuan University (P=0.03); There were differences between the trainees at different ages on demands to “occupational attitude and work style” (P=0.04); There were differences between the entrants in different years on demands for “information management and scientific research” (P=0.03); There were differences between the trainees of different education degrees on demands related to “adaptation to society and medical environment change” and “team work, innovation. and self-improvement” (P=0.04). Conclusion To meet the trainees’ demands and promote the specialist/resident doctors training project, the faculty should continuously improve their abilities.
ObjectivesTo analyze the resident achievement assessment data of West China Hospital of Sichuan University in 2017, so as to provide experience for further realization of homogeneity in residency training.MethodsWe extracted the 381 residents' achievement assessment data of West China Hospital of Sichuan University in 2017, and compared data in the theory, skills and the overall passing scores of residents with different status types and different academic levels through χ2 test.ResultsThe results of the theory test (χ2=1.384 9, P=0.709 1), skills test (χ2=3.363 1, P=0.339 0), overall assessment (χ2=4.274 7, P=0.233 3) showed no statistically significant difference in residents with different status. The result of the theory test (χ2=0.417 5, P=0.811 6), skills test (χ2=0.461 4, P=0.794 0) and the overall assessment (χ2=0.680 0, P=0.711 8) showed no statistically significant differences in residents with different academic levels.ConclusionsIt can be concluded that the residency training in West China Hospital of Sichuan University has achieved homogeneity.
Objective To evaluate the quality of undergraduate medical education so as to provide useful and effective feedback information for medical schools and to extend GMER (Global Minimum Essential Requirements in Medical Education) standard. Methods Through questionnaires, 205 resident doctors self-evaluated their abilities or qualities based on GMER standard. The unconditioned logistic regression model was used for data analysis. Results Graduates from undergraduate medical programs mastered the abilities or qualities required in 4 GMER domains i.e. “professional values, attitudes, behaviors and ethics”, “clinical skills”, “communication skills”, and “scientific foundation of medicine”. But the abilities or qualities required in “information management”, “population health and health systems” as well as “critical thinking and research” domains have not been obtained. The main factors that affected the evaluation results were corresponding training to the essentials, learner’s attitude, teaching models and teaching hours. Conclusion Educational sectors should adjust curriculum design so as to help medical students master the abilities required in the 3 domains stated above. Medical schools should conduct some educational research to formulate the most beneficial teaching methods, and import advanced ones to raise the quality of medical education in China.
As one of the first batch of pilot universities for the education reform of clinical medicine master program, Sichuan university has conducted in-depth research on the training models in medical schools from home and abroad since 2013. Relying on the platform of medical education collaboration, we have explored and gradually formed the “five early” education model for clinical medicine master program. This article summarizes the practical experience of “five early” education model from six dimensions, namely, PDCA management system, rules and regulations, platform support, database construction, case database construction and international exchange. In addition,, the achievements in the training of medical talents with comprehensive qualities are presented from the aspects of clinical skills, scientific research achievements, international exchanges and frontier innovation, The goal is to provide effective experience for clinical medical personnel training.
ObjectiveTo understand the current state of medical graduate student labor education in the new era and its effectiveness, to explore the mechanism by which labor education affects labor practices, and to identify intervention points for improving labor education. MethodsA questionnaire survey was conducted from July 3 to 13, 2022, on the labor education of 216 medical graduate students from 10 double-first-class universities. The relationship between labor education, labor awareness, labor ability, and labor practices was analyzed. ResultsDescriptive analysis results showed that medical graduate students received little labor education. The structural equation model results showed that labor education positively impacted labor awareness (γ=0.712) and labor ability (γ=0.755), and labor awareness and labor ability positively impacted labor practices (γ=0.400, γ=0.635), indicating that labor education has a positive impact on labor practices. ConclusionTo improve the weak state of medical graduate student labor education, it is necessary to increase related training and courses, enrich the types and content of labor education, strengthen the assessment mechanism of labor education, and strengthen the responsibilities of instructors.
ObjectiveTo investigate the willingness and influencing factors of clinical medicine graduate students to study abroad.MethodsFrom September 2019 to January 2020, a survey was conducted among the clinical medicine graduate students in West China School of Medicine, Sichuan University. An anonymous self-report questionnaire was used to investigate their willingness to study abroad, and the related influencing factors were analyzed.ResultsA total of 600 questionnaires were distributed, in which 518 valid questionnaires were collected. Among the 518 graduate students, 96.14% anticipated to study abroad, and 93.05% expected to subsidize the study abroad through the state-sponsored study abroad fund. The major obstacle for studying abroad for joint training was concerning the negative effects on domestic clinical work or scientific research work, resulting in failure to graduate; meanwhile, difficulty in applying was the primary obstacle for studying abroad for a doctorate.ConclusionsThere is a strong willingness for clinical medicine graduate students to study abroad. However, it is affected by graduation time and application.
Objective To analyze the innovative ability of medical postgraduate students who have won national scholarships, and discuss the cultivation of innovative ability of clinical medicine postgraduate students and related factors. Methods A survey was based on the 2016 and 2017 postgraduate students majoring in clinical medicine at West China School of Medicine of Sichuan University. According to whether they had won a national scholarship, they were divided into a national scholarship group and a control group. The innovation ability and cognitive differences of the two groups of postgraduate students were compared, and related factors were explored. Results A total of 1 173 valid questionnaires were responsed, with a response rate of 80.23%. There was no statistically significant difference in gender and major between the two groups of postgraduate students (P>0.05). For master’s degree postgraduate students, the proportion of published papers in international medical journals (80.95% vs. 29.63%), published high impact factor (impact factor≥6) journal papers (7.84% vs. 6.16%), applied for research patents (12.70% vs. 3.51%) and innovation and entrepreneurship competition awards (20.63% vs. 3.93%) in the national scholarship group were higher than the control group, the differences were statistically significant (P<0.05). For doctor’s degree postgraduate students, the proportion of published papers in international medical journals (96.00% vs. 69.66%), published high impact factor journal papers (22.22% vs. 8.89%), applied for research patents (17.33% vs. 8.36%), and innovation and entrepreneurship competition awards (17.33% vs. 1.86%) in the national scholarship group were higher than the control group, the differences were statistically significant (P<0.05). Regarding the cognition of the composition of innovation ability, the differences between the national scholarship group and the control group were not statistically significant (P>0.05). Regardless of master’s degree or doctor’s degree, more than 40% of the postgraduate students in the national scholarship group and the control group believed that the most important factor in the personal influence of innovation ability was the knowledge factor, and more than 45% of the postgraduate students believed that the most important factors affecting the cultivation of innovative ability was their own factors or tutors’ factors. Conclusions The innovative ability of clinical medicine postgraduate students needs to be improved. The level of tutors’ scientific research ability, tutors’ guidance, high-quality scientific research team, and a good academic atmosphere play an important role in the cultivation of innovation ability. Optimizing the team of tutors, forming a scientific research steering group, building a high-level innovation platform, aiming at publishing high-level papers, strengthening domestic and foreign exchanges and cooperation, and motivating students to participate in innovation and entrepreneurship competitions are powerful measures to cultivate innovative medical talents.
ObjectivesTo investigate the occupational stress and career burnout of postgraduates in professional degree of clinical medicine.Methods70% of postgraduates with professional degree of clinical medicine from grade 2016 to 2018 in West China Hospital of Sichuan University were sampled. The individual characteristics and occupational stress were investigated by a questionnaire, and Maslach Burnout Inventory (MBI) was used to investigate the individual career burnout. ResultsA total of 600 questionnaires were distributed and 520 valid questionnaires were retrieved, with an effective rate of 86.7%. According to the stress results, 17.5% of the students were under severe stress, 44.81% were under moderate stress, and only 1.54% were without stress. Regarding the sources of stress, 63.46% were originated from scientific research while 27.88% were originated from clinical practice. For burnout, the mean score of MBI was 40.56 with 15.00 standard deviation suggesting most of the students were in good working condition. However, a small number of students had career burnout to a certain degree and required adjustment. ConclusionsPostgraduates in professional degree of clinical medicine face the dual pressure of scientific research and clinical work. Improving the existing medical master's training system, relieving postgraduates’ stress, maintaining postgraduates’ physical and mental health are necessary and urgent. In light of this, the teaching quality of postgraduates in professional degree of clinical medicine may require improvement.